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<![CDATA[EFEKTIVITAS PENGGUNAAN LEMBAR KERJA MAHASISWA BERBASIS PROJECT BASED LEARNING (PjBL) TERINTEGRASI ICT ]]>
<![CDATA[Nurmi Nurmi]]>;
<![CDATA[Alfi Yunita]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Hafizah Delyana]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v9i4.3190
<![CDATA[Pemahaman mahasiswa yang kurang terhadap materi, Buku teks yang tidak memadai, serta bahasa buku yang tidak komunikatif sebagai faktor penyebab rendahnya hasil belajar mahasiswa. Tujuan penelitian ini adalah untuk menghasilkan Lembar Kerja Mahasiswa (LKM) berbasis Project Based Learning. erintegrasi Information and Computer Technology/ICT yang efektif. Model penelitian yang digunakan adalah Model Plomp yaitu preliminary research, prototyping phase dan assessment phase. Populasi pada penelitian ini adalah Mahasiswa Program Studi Pendidikan Matematika STKIP PGRI Sumatera Barat. Subjek penelitian diambil secara Purposive Sampling. Instrumen yang digunakan adalah tes berbentuk essay yang terdiri dari soal pre-test dan post-test. Penelitian ini menggunakan metode deskriptif kuantitatif. Desain penelitian ini adalah One Group Pretest-Postest Design. Teknik análisis dari hasil belajar tentang keefektifan LKM menggunakan uji t tipe dua arah. Hasil analisis tes menunjukkan bahwa rata-rata nilai post-test yang diperoleh mahasiswa lebih baik daripada rata-rata nilai pre-test yang diperolehnya. Disimpulkan bahwa penggunaan Lembar Kerja Mahasiswa berbasis Project Based Learning terintegrasi ICT efektif dalam meningkatkan hasil belajar mahasiswa pada mata kuliah Geometri Ruang sehingga efektif digunakan untuk proses pembelajaran. Diharapkan LKM ini dapat dijadikan salah satu sumber belajar yang mampu mengembangkan potensi kemampuan mahasiswa dan meningkatkan hasil belajar mahasiswa.Lack of students' understanding of the material, inadequate textbooks, and uncommunicative language of books as factors causing low student learning outcomes. The purpose of this research is to produce an effective Project Based Learning Integrated Student Worksheet (LKM) based on Information and Computer Technology. The research model used is the Plomp Model, namely preliminary research, prototyping phase and assessment phase. The population in this study were students of the Mathematics Education Study Program of STKIP PGRI Sumatera Barat. The research subjects were taken by purposive sampling. The instrument used was an essay test consisting of pre-test and post-test questions. This research uses descriptive quantitative method. The design of this research is One Group Pretest-Postest Design. The analysis technique of the learning outcomes about the effectiveness of the worksheet uses a two-way type t test. The results of the test analysis showed that the average post-test score obtained by students was better than the average pre-test score obtained by the students. It was concluded that the use of ICT-integrated Project Based Learning-based Student Worksheets was effective in improving student learning outcomes in the Spatial Geometry course so that it was effectively used for the learning process. It is hoped that this worksheet can be used as a learning resource that is able to develop the potential of students' abilities and improve student learning outcomes.]]>
<![CDATA[PENGEMBANGAN MULTIMEDIA INTERAKTIF MENGGUNAKAN MICROSOFT POWER POINT DALAM PEMBELAJARAN MATEMATIKA KELAS X MA KM MUHAMMADIYAH PADANG PANJANG ]]>
<![CDATA[radhya yusri]]>;
<![CDATA[al husaini]]>
<![CDATA[ Jurnal Ipteks Terapan Vol 11, No 1 (2017): JIT ]]>
Publisher : <![CDATA[LLDIKTI Wilayah X ]]>
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DOI: 10.22216/jit.2017.v11i1.1648
<![CDATA[Pemamfaatan media pembelajaran di MA KM Muhammadiyah Padangpanjang belum optimal, salah satu usaha yang dapat dilakukan untuk mengoptimalkan fasilitas yang ada adalah dengan mengembangkan suatu media pembelajaran berupa multimedia interaktif menggunakan Microsoft Power Point yang dikemas dalam CD (Compact Disc). Model pengembangan menggunakan model pengembangan 4-D yaitu define, design, develop dan disseminate. Hasil pengembangan menunjukkan bahwa media pembelajaran dengan multimedia interaktif menggunakan Microsoft Power Point dalam pembelajaran matematika kelas X MA KM Muhammadiyah Padangpanjang memenuhi kriteria media yang baik. Pada aspek kevalidan, kualitas isi dan tujuan pembelajaran media pembelajaran yang telah dibuat memperoleh penilaian 82 % dengan kategori sangat valid sedangkan dari sisi media itu sendiri memperoleh penilaian 82 % dengan kategori sangat valid. Sedangkan pada aspek kepraktisan media pembelajaran ini memperoleh penilaian 78 % dengan kategori praktis.]]>
<![CDATA[PELATIHAN MICROSOFT OFFICE EXCEL SEBAGAI UPAYA PENINGKATAN KEMAMPUAN MAHASISWA DALAM MENGOLAH DATA ]]>
<![CDATA[Radhya Yusri]]>;
<![CDATA[Sofia Edriati]]>;
<![CDATA[Rival Yuhendri]]>
<![CDATA[ RANGKIANG: Jurnal Pengabdian Pada Masyarakat Vol 2, No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Sumatera Barat ]]>
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DOI: 10.22202/rangkiang.2020.v2i1.4214
<![CDATA[The difficulty of students in operating Microsoft Excel programs as one of the data processing programs as a major factor in the low ability of students to process data. The training activities aim to make participants comprehensively understand the material presented, so that it can be implemented applicatively in the world of work and have the professional ability to operate Microsoft Excel and deliver participants to the International Microsoft Office Specialist Excel Certification. The method used in the implementation of this activity is teaching in a computer laboratory, tutorials (mentoring) using Microsoft Excel 2010 modules, discussions and questions and answers. The activity was carried out at the STKIP PGRI West Sumatra Laboratory. The population is the 2017 STKIP PGRI West Sumatra Mathematics Education Study Program students who will graduate. Based on the activities carried out, it was obtained that out of 44 participants who were registered to take part in the training and international certification exam, only 29 participants took part in the training. Of the 29 participants who could take the international certification exam only 22 participants. There were 45% of participants who passed the certification exam so that they received the MOS Certified certificate from Microsoft. While 32% of participants received a Certificate of Completion certificate and as many as 23% of participants received a Certificate of Attendance certificate. So it can be concluded that the training provided is able to improve the ability of students to operate Microsoft Excel.]]>
<![CDATA[PENGARUH PENERAPAN MODEL NUMBERED HEADS TOGETHER TERHADAP HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Riri Andini]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Lita Lovia]]>
<![CDATA[ Jurnal Equation: Teori dan Penelitian Pendidikan Matematika Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[IAIN BENGKULU ]]>
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DOI: 10.29300/equation.v4i2.4243
<![CDATA[Penelitian ini dilatarbelakangi oleh hasil belajar matematika siswa yang masih dibawah Kriteria Ketuntasan Minimal (KKM) dan pembelajaran kelompok belum terlaksana secara optimal. Penelitian ini bertujuan untuk mengetahui apakah hasil belajar matematika siswa setelah menerapkan model Numbered Heads Together (NHT) lebih baik daripada sebelum menerapkan model Numbered Heads Together (NHT) pada siswa kelas X TKJ 1 SMKN 1 Bonjol Kabupaten Pasaman Timur. Jenis penelitian ini adalah Pre – Experimental Design. Teknik pengambilan sampel dilakukan secara purposive sampling pada kelas X TKJ 1 SMKN 1 Bonjol. Instrumen yang digunakan adalah tes akhir. Bentuk tes yang diberikan berbentuk essay. Teknik analisis data menggunakan uji – t satu pihak. Hasil analisis tes akhir diperoleh dari uji hipotesis thitung = 1,96 dan ttabel = 1,69 dengan taraf nyata = 0,05. Dari hasil thitung > ttabel maka H0 ditolak artinya H1 diterima. Sehingga dapat disimpulkan bahwa hasil belajar matematika siswa setelah menerapakan model Numbered Heads Together (NHT) lebih baik daripada sebelum menerapkan model Numbered Heads Together (NHT) pada siswa kelas X TKJ 1 SMKN 1 Bonjol Kabupaten Pasaman Timur.Kata Kunci : Hasil Belajar, Numbered Heads Together]]>
<![CDATA[Kreatifitas Guru Matematika dalam Mengembangkan Program Pembelajaran Secara Daring ]]>
<![CDATA[Yulia Haryono]]>;
<![CDATA[Rahmi Rahmi]]>;
<![CDATA[Radhya Yusri]]>
<![CDATA[ ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 2 No 2 (2022) ]]>
Publisher : <![CDATA[LPPM Universitas Bumigora ]]>
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DOI: 10.30812/adma.v2i2.1681
<![CDATA[The development of learning during the current Covid-19 pandemic demands there is a change in learning for teachers and students to adapt existing situation. Of course, with this, it is undeniable, that very play a very important role, namely technology, and information for learning activities at school. One of them is learning media that can be used as a teacher’s teaching aid to make it easier for student to understand the material being taught and clarify the presentation of massages and information from the teacher to the teacher students so that the teaching and learning process runs smoothly. Through training this teacher is more motivated, creative, and innovative in developing online learning so that students better understand the material at home independently and interested in what is presented by the teacher online.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP DENGAN MENGGUNAKAN MODUL GEOMETRI RUANG BERBASIS PROBLEM BASED LEARNING ]]>
<![CDATA[Rina Febriana]]>;
<![CDATA[Hafizah Delyana]]>;
<![CDATA[Radhya Yusri]]>
<![CDATA[ Jurnal Pengabdian dan Peningkatan Mutu Masyarakat Vol. 1 No. 2 (2020): Jurnal Pengabdian dan Peningkatan Mutu Masyarakat ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/janayu.v1i2.12319
<![CDATA[The teaching materials used are also still text books provided by schools. Students are not familiar with contextual questions. To create such a learning process and be able to develop the potential that exists in students, the teaching material developed is a module based on Problem Based Learning (PBL) on Geometry learning Space. The use of appropriate learning media can help students learn and understand the material, so that teachers are expectedto know the meaning and function of a media, get to know as much as possible the media that can be used, choose media that is suitable for the subject matter, can or can use, store and maintain even no less important is the ability of teachers to plan and create their own learning media that can help students understand abstract concepts. To help teachers develop and create mathematics learning media that can improve students' understanding of concepts, learning media are needed that can be used to help students explore material. By Karen, it is necessary to carry out community service activities in the form of Socialization of the Use of Problem Based Learning Geometry Modules in Class IX Students of Adabiah.]]>
<![CDATA[Pelatihan Penggunaan Software Geogebra dalam Memecahkan Soal Geometri Ruang Berbasis Contextual Teaching and Learning ]]>
<![CDATA[Hafizah Delyana]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Ainil Mardiyah]]>;
<![CDATA[Istikhfar Istikhfar]]>;
<![CDATA[Eva Pebri Ningsih]]>
<![CDATA[ ADMA : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 3 No 1 (2022): ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Bumigora ]]>
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DOI: 10.30812/adma.v3i1.2094
<![CDATA[The utilization of technology applications in classroom learning is limited to the use of power points. The use of PowerPoint media, especially in three-dimensional material, has a less attractive presentation. Graphic representations and three-dimensional images in the learning process are mostly still made manually. Training on the use of Geogebra software for mathematics teachers is one solution to overcome the problems that occur to increase the knowledge and skills of teachers in designing and making three-dimensional images. The training is held for three months once a week. The training was carried out using a guidance method that aims to train teachers of SMA Negeri 2 Padang to be able to create three-dimensional images by utilizing Geogebra software and be able to apply them in the learning process. The results obtained in this activity are all teachers who participate in this activity can use Geogebra software in learning mathematics. The use of Geogebra software can overcome existing problems so that its use can help students understand abstract material concepts. Students are also able to explore, and conduct investigations and searches using Geogebra software and can test more examples in a short time rather than just using the manual method. Students can also find, construct, conclude and finally understand how to describe the shape of space correctly.]]>
<![CDATA[THE INFLUENCE OF STUDENT PERCEPTION ON MATHEMATICS LEARNING OUTCOMES THROUGH IMPLEMENTATION OF GROUP INVESTIGATION LEARNING MODEL ]]>
<![CDATA[Dila Suriyanti]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Lita Lovia]]>
<![CDATA[ Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 4 No 2 (2022): Alifmatika - December ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/alifmatika.2022.v4i2.109-121
<![CDATA[The assumption is that mathematics is a complex subject, and many obstacles still cause low student learning outcomes in implementation. The results of observations that were done in Class XI BDP 1 SMK Negeri 1 Bungo on January 5, 2022, obtained information that during the mathematics learning process, students paid less attention to the teacher when explaining, and students were less enthusiastic. Students lacked the initiative to do practice questions. This study aimed to determine the effect of student perceptions about the application of the Group Investigation cooperative learning model on the mathematics learning outcomes of class X1 BDP 1 SMK Negeri 1 Bungo. This research was pre-experimental with One-Shot Case Study research design. This study's population was all class X1 of SMK Negeri 1, totalling 179, with a sample of class X1 BDP 1 students of SMK Negeri 1 Bungo totalling 22 students. The data analysis technique in this research is descriptive analysis and inferential statistical analysis. Based on the data analysis, it was obtained that tcount = 6,440 and ttable = 1,725, which means tcount > ttable, then reject the HO at a significant level of 0.05 so that it can be concluded that there was an influence on student learning outcomes. That could be seen from the final test that the average score of students exceeds the KKM limit.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOERATIF TIPE GROUP INVESTIGATION TERHADAP HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[Namira Salsabila]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Hamdunah Hamdunah]]>
<![CDATA[ Jurnal Equation: Teori dan Penelitian Pendidikan Matematika Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[UIN FAS BENGKULU ]]>
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DOI: 10.29300/equation.v6i1.10079
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa. Hubungan interaksi aktif antara guru dengan siswa kurang terwujud dengan baik mengakibatkan pembelajaran kurang berjalan dengan lancer sehingga berimplikasi pada hasil belajar matematika siswa. Model pembelajaran kooperatif tipe group investigationmerupakan model pembelajaran yang memprioritaskan siswa lebih aktif dalam kegiatan pembelajaran. Tujuan penelitian ini adalah untuk mengetahui pengaruh positif model pembelajaran kooperatif tipe group investigation terhadap hasil belajar matematika siswa kelas XI TKJ 1 SMK Negeri 5 Padang. Metode penelitian ini adalah pre-eksperimen, dengan desain penelitian adalah one shot case study. Teknik pengambilan subjek penelitian adalah purposive sampling, sehingga dipilih kelas XI TKJ 1 dengan jumlah 33 siswa. Instrument penelitian yang digunakan adalah analisis deskriptif data hasil belajar siswa dan analisis statistika inferensial berupa analisis tes prasyarat. Tes prasyarat dibagi dua bagian yaitu uji normalitas dan uji regresi linier sederhana, dilanjutkan dengan uji determinasi dan uji hipotesis untuk memvalidasi hipotesis dengan uji-t. berdasarkan analisis data yang dilakukan diperoleh thitung=3,76 dan ttabel=2,04 dengan thitung>ttabel maka tolak H0 pada taraf nyata ( ) 0,05 sehingga dapat disimpulkan bahwa terdapat pengaruh positif model pembelajaran kooperatif tipe group investigation terhadap hasil belajar matematika siswa kelas XI TKJ 1 SMK Negeri 5 Padang.]]>
<![CDATA[Analisis Kemampuan Pemecahan Masalah Matematis Peserta Didik Kelas XI Kecantikan 2 SMKN 6 Padang ]]>
<![CDATA[Rizka Susilawati]]>;
<![CDATA[Radhya Yusri]]>;
<![CDATA[Lucky Heriyanti Jufri]]>
<![CDATA[ JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Vol 9, No 2 (2023): In Press ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu pendidikan (FKIP) Universitas Labuhan Batu ]]>
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DOI: 10.36987/jpms.v9i1.4014
<![CDATA[Penelitian ini dilatarbelakangi oleh masih banyaknya kemampuan pemecahan masalah matematis peserta didik yang rendah. Tujuan dari penelitian ini untuk mengetahui bagaimana kemampuan pemecahan masalah matematis peserta didik kelas XI Kecantikan 2 SMKN 6 Padang. Jenis penelitian yang dilakukan adalah penelitian deskriptif dengan pendekatan kuantitatif. Teknik pengambilan sampel menggunakan purposive sampling. Subjek penelitian ini yaitu peserta didik kelas XI Kecantikan 2 SMKN 6 Padang. Instrumen penelitian yang digunakan berupa tes kemampuan pemecahan masalah matematis dan wawancara. Analisis data kemampuan pemecahan masalah matematis peserta didik dideskripsikan berdasarkan hasil tes kemampuan pemecahan masalah matematis dan analisis wawancara. Hasil penelitian ini menunjukan bahwa kemampuan pemecahan masalah matematis peserta didik pada indikator memahami masalah diperoleh sebesar 46%, pada indikator menyusun rencana penyelesaian diperoleh sebesar 47%, pada indikator menyelesaikan rencana penyelesaikan sebesar 46% dan pada indikator memeriksa kembali jawaban diperoleh sebesar 28%. Sehingga dapat disimpulkan bahwa kemampuan pemecahan masalah matematis peserta didik di kelas XI kecantikan 2 memiliki kategori rendah.]]>
